Track B — Ages 8–10 (advanced track)
This week is part of Track B (Ages 8–10): a separate, more advanced creative-writing track. If your child is younger or still practising CVC fluency, continue the early phonics track instead.
Why kids say “I don’t know what to write” (and how to help)
When a child says “I don’t know what to write,” it often means they are unsure where to begin, worried about getting it “right,” or simply overwhelmed by the blank page. Parents can remove those barriers with low-pressure routines and modelling. Say this is practice, not a test; invite them to tell the story out loud first; and praise the idea, even before any spelling is fixed. Small changes — reducing time, offering a prompt, and treating the first draft as talk captured on paper — turn a freeze into a try.
The idea pipeline: Talk → Plan → Write → Fix (simple routine)
Give writing a repeatable shape so it stops feeling random. The pipeline is four tiny steps: 1) Talk: have your child tell the story like a movie. 2) Plan: jot three beats (who, where, problem). 3) Write: one short draft in two mini-sprints (12–15 minutes). 4) Fix: a tiny edit. Do these steps aloud with them at first, then let them try independently. Routine reduces anxiety and makes each session predictable and safe.
Story Mountain (beginning, build-up, problem, solution, ending) with example
A Story Mountain is a simple visual scaffold: five boxes that guide the story arc. It keeps plots short and focused, and helps children know what to write next.
How to use it
- Beginning — set the scene and character.
- Build-up — one or two events that lead toward trouble.
- Problem — the main challenge or surprise.
- Solution — how the child or character solves it.
- Ending — a short wrap-up or feeling.
Example plan (Story Mountain)
- Beginning: Asha finds a folded paper inside an old library book.
- Build-up: The paper has a riddle that points to three clues around town.
- Problem: The last clue is a locked box with no key.
- Solution: Asha asks neighbours to share stories and pieces together a key from a broken charm.
- Ending: The box contains seeds and a note; Asha starts a tiny garden with friends.
Short sample paragraph (final paragraph example)
When Asha turned the charm, the lock clicked and sunlight spilled over the paper seeds. She planted one in a tin, watered it, and smiled as a small green shoot pushed through the soil. The garden was not treasure in a chest, but something she and her neighbours would grow together.
Picture prompts the smart way (observe 5 details first)
A picture prompt is only useful when a child first looks closely. Ask them to name five details: one person, one object, one colour, one sound they imagine, and one feeling the picture gives them. These five anchors immediately create hooks for plot, dialogue, and atmosphere — and they remove the demand to “be clever” from nothing.
Week 11 plan (7 days, 12–15 minutes/day)
This gentle week builds a habit. Each day takes 12–15 minutes: a quick warm-up, a clear focus, and a tiny finish so the child stops while it’s happy.
Day-by-day (exact)
- Day 1 — Talk (12–15 min): Pick one picture prompt. Parent: use the script “Tell me it like a movie first — what do we see and hear?” Note 3 beats together.
- Day 2 — Plan (12 min): Use Story Mountain to place the 3 beats into beginning, problem, and solution. Add one small twist.
- Day 3 — Write (15 min): Two 7-minute sprints. Child writes the beginning and build-up in the first sprint; quick break; finish problem and solution in the second.
- Day 4 — Picture remix (12 min): Change one detail (colour, place, or character) and re-tell the plan aloud. This practices flexible ideas.
- Day 5 — Expand (15 min): Add one sensory sentence to the build-up and one to the ending (sight or sound).
- Day 6 — Edit (12 min): Two-step edit — capitals & punctuation then better words (see below).
- Day 7 — Share & celebrate (12–15 min): Read aloud to a family member. Use specific praise (see scripts). Tick the Done checklist.
Word banks that actually help (verbs, feelings, sensory words)
A short list of ready words removes the “I can’t think of the right word” block. Keep this on a sticky note beside the page.
Verbs
- tip, scramble, peek, tumble, whisper, march, pluck, rumble
Feelings
- curious, proud, worried, brave, puzzled, relieved
Sensory words
- glint, hush, scratchy, sticky, fizz, warm
Sentence variety: add because/so/but + 1 adjective rule
Teach one small trick for variety: add a connector (because / so / but) and one adjective. For example: “She ran because she was excited.” “The box was heavy but rusty.” This simple pattern increases sentence complexity without grammar charts.
Editing without tears (2-step edit: capitals/punctuation, then better words)
Separate editing into two tiny passes. Pass 1: Capitals and punctuation — only fix those so the piece becomes readable. Pass 2: Better words — change one word per sentence to a stronger verb or a specific adjective. Keep the child in control: ask permission before editing and praise each change.
Done checklist + Week 12 speaking confidence teaser
- I told the story out loud (Talk).
- I wrote at least one paragraph (Write).
- I did one tiny edit (Fix).
Stop while it’s happy: if your child is smiling at the end, end the session there. Ending on a positive note protects motivation and makes the next day easier.
Week 12 teaser: Next week we use these short stories for speaking practice — reading with expression builds confidence and makes writing feel alive.
One sample story plan + short parent scripts
Sample plan (3 beats): 1) Who: Kabir, a boy who collects lost buttons. 2) Where: The railway platform. 3) Problem: A button holds a small note and no return address. Kabir follows clues and learns the note belonged to a grandmother who misses her grandson. Final idea: Kabir finds a letter and returns it, starting a pen-pal friendship.
Short parent scripts: “Tell me it like a movie first — what do we see, what do we hear?” “That sounds fun — what happens next, in one sentence?” After they speak: “I like that. Can you show me the beginning and the problem?” For praise: “I loved how you described the sound — that made me feel there.”
Stop while it’s happy (final note)
If a child is tired or frustrated, acknowledge it quickly and close with a single positive sentence about the idea. Saving a cheerful ending keeps curiosity alive — and when a child returns to writing with a smile, real progress happens.